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首页> 外文会议>International Technology,Education and Development Conference >(309)HOW TO PROMOTE THE CRITICAL AND SELF-CRITICAL CAPACITYOF STUDENTS FROM DIFFERENT DEGREES AT UNIVERSITY OFBARCELONA
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(309)HOW TO PROMOTE THE CRITICAL AND SELF-CRITICAL CAPACITYOF STUDENTS FROM DIFFERENT DEGREES AT UNIVERSITY OFBARCELONA

机译：（309）如何促进来自巴塞罗那大学不同程度的学生的批判和自我关键能力

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The adjustment of Catalan Universities to the European Higher Educational Area (EHEA)is nowadays a fact in course and a process that cause a lot of questions of differentnature, such as the connection between universities and the labour market, and betweenknowledge and competencies, or the scope of changes in methodology and teachingculture. To this important change towards a perspective centred on the student anothervery important aspect must be considered: “the education in competencies” [1,2]. Thestudent not only has to be trained in the specific competencies of his degree but also it isnecessary that he acquires personal competencies for a better incorporation in society,since the aim of the University is not only to train good professionals but also goodcitizens. The University of Barcelona has defined a number of key competencesconsidered essential for the education of any graduate [3]. These key competences arecommon to all degrees and they have to be included in the whole training process of thestudent through all his University life. One of these competencies is the “critical and selfcriticalcapacity”. Promoting this type of competence is not easy and implies negotiationand agreement among professors.The results presented in this work are within the framework of an action-research processin which university professors from different knowledge areas are taking part as actors.The aims of this interdisciplinary action-research project are to develop strategies andactivities to promote the critical and self-critical capacity of students of different degrees,from the reflection of our own educational practice, by using the virtual platform Moodle.We have developed two sets of activities to promote the critical and self-critical capacityof the students:(1) One group focused on the competences of a subject. We created some critical andself-critical activities to be used at the beginning, in the middle, and at the end of theteaching process of a subject to see if the student understands the meaning of eachsubject competence, as well as if they are aware of acquiring these competences duringthe teaching process.(2) A second group of critical and self-critical activities to be applied after any otherteaching activity or strategy used in a subject, i.e. oral expositions, seminars,experimental works, etc., to help the student to be critical about his own learning process.These activities will be also used as an evaluation method to analyze if the teachingactivities used in a subject are good enough or not to acquire the specific competences ofthe subject.These activities have been applied to subjects of different degrees of the University ofBarcelona (Chemistry, Food Science and Technology, Nursing, Dentistry, and Educationdegrees).In the present communication some of these activities, as well as the results obtainedafter applying them, will be presented and discussed in order to see how to promote thecritical and self-critical capacity of the students. The suitability of the activities wasevaluated taking into account the answers of the students as well as their opinion aboutthese activities (obtained from personal interviews with them). The learning process ofthe students and how they are acquiring the specific competencies of a subject can alsobe discussed by evaluating the results obtained after the application of some of thesecritical and self-critical activities.
机译：目前，加泰罗尼亚大学对欧洲高等教育领域（EHEA）的调整是一个事实以及导致大众化问题的过程，例如大学和劳动力市场之间的联系，知识和能力之间的关系，或者方法和教学的变化范围。对于这一重要的变化，必须考虑在学生中以学生为中心的一个重要方面，必须考虑：“竞争力的教育”[1,2]。目的不仅必须在他的学位的具体能力中受过培训，而且还需要在大学的目的不仅要培养优秀的专业人才，而且需要在社会中获得个人能力，以便获得个人能力。巴塞罗那大学已经确定了许多关键的关键，对于任何毕业生的教育至关重要[3]。这些关键的竞争力为所有学位竞争，他们必须纳入整个培训过程，通过他所有的大学生活。其中一个能力是“批判与自我分布”。促进这种能力并不容易，并意味着教授之间的谈判和协议。在这项工作中提出的结果是一个行动研究进程的框架内，来自不同知识区的大学教授正在参与演员。这个跨学科的目的-Research项目是制定战略和活动，以促进不同程度的学生的批判性和自我关键能力，从我们自己的教育实践的反映来看，通过使用虚拟平台Moodle。我们开发了两套活动来推广批评学生的自我关键能力：（1）一组专注于主题的能力。我们创建了一些关键的自己关键的活动，以便在中间，在中间，在一个主题的情况结束时，看看学生是否了解每个寄存能力的含义，以及他们意识到收购这些能力在教学过程中。（2）在受试者中使用的任何其他方面的活动或策略，即口头博览会，研讨会，实验工程等后，第二组关键和自我关键的活动，以帮助学生对自己的学习过程至关重要。这些活动也将作为评估方法作为分析，如果主题中使用的教师足够好或不收购主题的具体竞争力。这些活动已被应用于不同程度的受试者关于巴塞罗那大学（化学，食品科学和技术，护理，牙科和教育程度）。在目前的沟通中的一些活动，也是如此随着申请的结果，将提出和讨论，以便了解如何促进学生的欺诈和自我关键能力。活动的适用性是考虑到学生的答案以及对这些活动的看法（从与他们的个人访谈中获取）的意见。学生的学习过程以及他们如何获取主题的具体能力可以通过评估在应用一些作用和自我关键活动后获得的结果来讨论的Alsobe。

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